Enhancing preschool educators’ ability to facilitate conversations during shared book reading

  title={Enhancing preschool educators’ ability to facilitate conversations during shared book reading},
  author={Trelani Faith Milburn and Luigi Girolametto and Elaine Weitzman and Janice Greenberg},
  journal={Journal of Early Childhood Literacy},
  pages={105 - 140}
The purpose of this study was to investigate whether professional development enhanced educators’ use of conversational strategies during shared book reading with small groups of preschoolers. Twenty preschool educators and small groups of children from each of their classrooms were randomly assigned to the experimental or control group. The 10 educators in the experimental group received instruction in shared book reading strategies as well as individual classroom coaching sessions. Each… 

Tables from this paper

Improving Preschool Educators' Interactive Shared Book Reading: Effects of Coaching in Professional Development.

It is suggested that coaching increases educators' use of inferential questions, enhancing an interactive shared-reading strategy that had a direct impact on the children's quality and complexity of language.

Effects of coaching on educators’ vocabulary-teaching strategies during shared reading

It is suggested that an emergent literacy professional development program that includes coaching can enhance children's participation in vocabulary-related conversations with their educators.

Effects of coaching on educators' and preschoolers' use of references to print and phonological awareness during a small-group craft/writing activity.

Professional development that included coaching with a speech-language pathologist enabled educators and children to engage in more phonological awareness talk during this activity.

Teacher–Child Conversations in Preschool

Back-and-forth conversations with adults are critical for developing children's language, and, therefore, an important part of the early childhood classroom learning environment; however, the

Shared Book-Reading in Early Childhood Education: Teachers’ Mediation in Children’s Communicative Development

It is concluded that offering preschool teachers a diverse selection of books enables them to better adjust to the particularities of each child, and in this scenario educators are able to promote efficient spaces for children’s participation, increasing the complexity and variety of their communicative repertoire.

How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading

ABSTRACT Research Findings: This study examined how teacher–child conversations unfold during shared book reading in Head Start classrooms as well as the relations between that talk and children’s

Teachers' Use of Scaffolds Within Conversations During Shared Book Reading.

Analysis of scaffolding strategies used by teachers after children answered teachers' questions in prekindergarten and kindergarten classrooms indicates that during shared reading, teachers are responsive to children's answers and are able to provide challenge or support as needed.

Secondary Analysis of Reading-Based Activities Utilizing a Scripted Language Approach: Evaluating Interactions Between Students With Autism and Their Interventionists.

Evaluating the reciprocity between instructional talk and student participation within a reading intervention utilizing a scripted language approach that was being piloted on students with ASD suggests that delivery of instruction, including the language that interventionists use, may be an important area of focus when evaluating the effectiveness of reading-based practices across educational settings.



The effects of in-service education to promote emergent literacy in child care centers: a feasibility study.

A 2-day in-service education program resulted in short-term behavioral changes in educators' use of abstract language and print references and suggestions for improving instruction include providing opportunities for classroom practice with feedback, modeling the use of strategies in classroom routines, and long-term mentoring of educators to promote retention of gains.

Facilitating emergent literacy: efficacy of a model that partners speech-language pathologists and educators.

It is suggested that professional development provided by a speech-language pathologist can yield short-term changes in the facilitation of emergent literacy skills in early childhood settings.

Enhancing Linguistic Performance

In this study, we instructed parents and early childhood special education staff in Dialogic Reading, an interactive language facilitation technique. We compared the effects of this instruction on

Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language

This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi)

Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk Preschoolers

The effects of 2 preschool-based shared-reading interventions were evaluated with 95 children, ages 2- to 5-years, from low-income families. Language skills of the children were below age-level as

Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom

Relatively little is known regarding preschool teachers’ use of specific scaffolds, including those high support scaffolds (e.g., co-participating, eliciting, reducing choices) that may be important

Facilitating Language Skills: Inservice Education for Early Childhood Educators and Preschool Teachers

Learning Language and Loving It is a well-known model of inservice education for early childhood educators and preschool teachers. Its objectives are to facilitate language learning, peer

Children's responses to educators' questions in day care play groups.

An exploratory study examined adults' questions to small groups of children to determine how questions influenced their response rate and complexity of response, and found preschoolers responded more frequently than toddlers.